Getting to know a Grand Prix driver – B2 CEFR – FCE

This 70′ lesson was planned for my B2 CEFR group. They are sitting the FCE exam and they needed to practice more the layout of this Reading task (part 6) and the techniques it involves. 

Material:

Google Slide: 

https://docs.google.com/presentation/d/1JM1nUBCX2v0p73HCeB59_7cPPXCPFXbw3356StuNF7Q/edit?usp=sharing 

FCE Part 6 – Reading and Use of English: 

FCE – PART 6 – GRAND PRIX DRIVER

Youtube Video:

 

[Slide 1] 

  1. Introduction of the topic to the students “Getting to know a Grand Prix driver”
  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if needed. 
  • Steps: Teacher shows the picture on slide 1 and talks about the pronunciation of the words GRAND PRIX /grɒn priː/

[Slide 2] 

2. Review of vocabulary provided on the previous class (Phrasal Verbs)

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: Focus on the pronunciation of the phrasal verbs being used.
  • Steps: Students answer the questions presented on the board. It is to revise the phrasal verbs from the previous class and also to connect to the “sports” topic they were working on.

Do you usually set aside some time to watch F1 and Grand Prix races?

If you could join in, would you take it up?

How do you think drivers carry their lives out? Do you think it is difficult to keep up with their families?

[Slide 3] 

3. Setting the scene – video work (brainstorming for the Reading Part 6) 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students watch the video and discuss the questions presented on the board. 

Do you think these drivers live under pressure?

[Slides 4-6] 

4. Pre-Reading (understanding the context/working on vocabulary)

[Slide 4]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students check part of the reading on the board and discuss the question. 

“I’m a great believer in success, in achieving whatever goal you set on a particular day, so whether I was practising on the track or working out at the gym, I always put my heart and soul into it.”

What word categories are these part of?  What do they mean?

[Slide 5]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students check part of the reading on the board and discuss the question. 

“When I was learning my trade, racing on karts as a teenager, I would look after my helmet and race suit carefully… and I’d even get the car up in the garage and polish the underside until it was gleaming.”

What about these?

[Slide 6]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students check part of the reading on the board and discuss the question. 

“If some mega-rich potential sponsor walks into a dirty factory to find people lounging around, that doesn’t make a good impression. If they walk in … and there’s not a speck of dust anywhere, that’s another matter”

What about these?

[Slide 7] 

5. Skimming through the text to understand the context

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students go over the last 3 paragraphs and check the following. 

Read the last three paragraphs of the FCE gapped-text and tell your peers what the most valuable treasures to a pilot are.

[Slide 8] 

6. Scanning  the text in order to do the task

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 25′
  • Monitoring: Teacher plays the video and then walks around to check the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students to the task, tell them to do it by parts. Check with their peers, ask them to support their arguments (choices) and then check with the whole group. 

[Slide 9] 

7. Follow-up

  • Interaction: T-SS / SS – SS / S – S
  • Timing: 5′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions. 
  • Feedback: focus on vocabulary and pronunciation.

[Slide 9]

8. revisit the topic of the lesson

  • Interaction: T-SS 
  • Timing: 5′
  • Monitoring: Teacher checks whether students got everything. 
  • Feedback: ask students to go over the reading techniques applied (brainstorming, skimming, scanning, follow-up)
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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